• Journal of Gifted/Talented Education
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• v.24 no.3
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• pp.379-398
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• 2014

This research examined to seek managing the way of effectiveness for training through the teachers' perceptions and the current status of in-service training for the gifted in arts. Conclusions based on the results of the analysis are as follow. First, it is analyzed that about 49.4 percent of respondents do not have any experiences of in-service training related to the gifted education in arts and there are also teachers who teach with no experiences of in-service training. Moreover, it is also analyzed that in-service training is generally being conducted with revolving to basic courses and the opportunities that teachers are able to develop programs for themselves are offered insufficiently. Second, in terms of management of in-service training, it is implied that accessibility to the training site and the active promotion of program, as well as sufficient provision of information, have to be considered in advance. Third, teachers have recognition that it is important to secure the diversification of training types, professionalism of instructors and managing directors for the effectiveness of in-service training. Forth, in terms of program, teachers show that the provision of educational programs, the diversification of training contents and the differentiated opportunities for developing programs according to basic, advanced courses, which can be applied to the field of gifted education in arts are most important. Furthermore, the convenience of transportation and the amenity of training facility are said to be important elements. Therefore, we suggest that, for increasing the effectiveness of in-service training for teachers of the gifted in arts, not only differentiated in-service training model and curriculum which can be applicable to the field, but also efficient environment suitable for the characteristics of the gifted education in arts.

• Journal of the Korean Society of Earth Science Education
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• v.9 no.2
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• pp.199-216
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• 2016

The purpose of this study is to figure out how much gifted science education teachers in charge of the class realize the necessity of individualized curriculum and program for scientifically gifted, to find out the problems of the gifted science educational institutions from exploring them in depth in the light of the reality in the gifted science educational institutions, and to draw implications about the applicable direction of more aggressive individualized curriculum and program for scientifically gifted. I chose 15 people with the incumbent teachers who have ever taught scientifically gifted and have a degree in the gifted education or science subject education as study participants and had a depth interview with them. According to result of the study, 14 of 15 study participants recognized the necessity of individualized education in science should understand the personal requirements according to the tendency of the gifted students and should be a study led by students themselves. Of the problems in gifted science education, teachers regarded the reduction in the financial support as the biggest problem and the vocation and professionalism of teachers were referred as a very important factor. With constraints of time and space, there were plenty of opinions that can't ignore the influence of educational environment associated with the university entrance examination. There were many opinions that there is excessive expansion of the agencies and the target for gifted students, no standardized measurement tools and programs and the lack of the system for the coherent observation as a teacher. Also, the unified curriculum of gifted science education institutions were pointed out as the problem and the individualized programs which were already under way have a lot of weakness and being offered marginally. Thus, from now on, to apply for individualized education of gifted science, teachers demanded optimized education conditions and consistent policy support, and expressed the opinion that there needs of a possible continuous observation system. Besides, the curriculum and programs matched the needs of the students should be taken priority the most, and there were another answers that fellow learning within the cooperative learning can be an alternative of the individualized. Along with that, there were lots of opinions that the treatment to overcome an inferiority complex according to the individualized should be followed.

• Journal of Gifted/Talented Education
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• v.23 no.5
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• pp.715-729
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• 2013

The purpose of this study is to analyze the perception on science and scientists of the teachers who are engaged in the special education for the scientifically gifted, science-gifted students and their parents. For this study, 34 teachers, 222 students and 107 parents answered the questionnaire of the perception on science and Draw-A-Science-Test (DAST). The result showed that the three groups generally had a sound recognition but the score of recognition about a 'nature of science' was lower than other domains. The science-gifted students had less cognition about 'science and society' than their teachers and parents, but they had more positive perception about 'science learning' than their parents significantly. All of the three groups had the stereotyped image of scientist. About the internal images of scientists, three groups had a similar perception, and they showed higher scores in the cognitive aspect than emotional or ethical aspects. And the science-gifted students showed the significantly higher scores than their teachers and parents in diligence, imaginative power, concern about other people, respect for other's opinion, humor, artistic sense, respect for human, desire for peace. Three groups turned out to be influenced by movie, science journal, and biography as a source of scientist's image, but their contribution was different among groups.

• Journal of Korean Elementary Science Education
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• v.41 no.3
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• pp.553-568
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• 2022

This study investigated the level of academic passion for elementary school teachers' science pedagogical content knowledge (PCK) and examined the factors that influence the passion. To this end, 161 elementary school teachers in Seoul were selected, and academic passion tests were then administered to evaluate their academic passion for science subject matter knowledge and science pedagogical knowledge. Individual in-depth interviews were also conducted with some of the participating teachers. The results revealed that 'importance' and 'harmonious passion' for learning science subject matter knowledge and science pedagogical knowledge were found at a high level. However, 'time/energy investment' and 'obsessive passion' for learning the knowledge were slightly higher or lower than normal. The 'like' for learning science subject matter knowledge was relatively high, but the 'like' for learning science pedagogical knowledge was slightly higher than normal. The differences in academic passion for science subject matter knowledge and science pedagogical knowledge were greater according to advanced major at undergraduate than teaching career. The teachers evenly selected some factors that influenced their academic passion for science subject matter knowledge and science pedagogical knowledge. These identified characteristics included 'individual interest', 'high school track', 'experience in advanced major at undergraduate', 'experience in science-related graduate school', 'experience teaching science in elementary school', 'experience teaching science at the gifted education institute', 'experience in charge of science subject teacher', 'experience in science-related teacher training', 'experience in developing science-related teaching and learning materials', 'experience in charge of science or science-gifted related work', and 'experience in a science-related teacher community'. However, a slight difference was noted in the selection ratio depending on advanced major at undergraduate. Based on these results, the practical implications for improving their academic passion for science PCK are suggested.

• Journal of Gifted/Talented Education
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• v.24 no.4
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• pp.577-595
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• 2014

The purpose of this research was to investigate the possibility of peer recommendation and to provide a diverse perspectives identifying for gifted elementary school students. The subjects were 355 elementary school students who were either fourth, fifth, and sixth grade from D elementary school located in Gyeonggi province, 165 elementary school students who are either fourth, fifth, and sixth grade from J elementary school located in Gyeonggi province, and 16 teachers who were home-room teachers for students surveyed. This research investigate the difference of creative personality, achievement motivation, problem solving patterns, and task preference inventory between students recommended by peer and students not recommended by peer. The results of this research were as follows. Firstly, the students recommended by peer showed the significantly higher creative personality, achievement motivation, problem solving patterns, and task preference than the student not recommended by peer. Secondly, as a result of comparing the students recommended by peer and students not recommended by peer for each grade, fifth and sixth grade students showed a significantly higher score in the test than other graders. Fourth grade students showed significantly higher score in every sections in the test, except for the section of creative personality. Therefore, the peer recommandation method can be applied to fifth, and sixth graders. Thirdly, the student recommended by both teacher and peer showed significantly higher problem solving patterns, and task preference scores than the student recommended only by teacher. Therefore, peer recommendation method can be an useful data for complementing teacher recommendation and it can identify gifted elementary school students.

• Journal of Gifted/Talented Education
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• v.21 no.2
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• pp.373-390
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• 2011

The purpose of this study is to find out the role and responsibilities of coordinators for gifted classes in Korean schools, by examining the role and responsibilities, and qualifications of coordinators' at gifted classes in America and England. To do this, first, we examine the tasks and role of Korean gifted classes in elementary and secondary schools. Then we look into the coordinators of gifted programs of public schools and university programs in America and England. The coordinators of America and England are experts in gifted programs who have understanding and knowledge on gifted education, and they work for everything regarding gifted programs, such as designing the gifted education program, dealing documents regarding gifted programs, and assisting school personnel in the identification, development, teaching and evaluation of gifted students. The coordinators are the most important and core person in gifted programs. However, in Korean school, the role of coordinators is one of the school tasks of which any teacher has to take charge and there is no regulation on the qualification of coordinators. Therefore we suggest to set up the regulations of qualification, role and responsibilities of gifted programs' coordinators, by understanding that the role of coordinators is important.

• Communications of Mathematical Education
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• v.30 no.3
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• pp.335-351
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• 2016

The purpose of this study is to develop Project-Based Teaching-Learning materials for mathematically gifted students using a Fermat Point and apply the developed educational materials to practical classes, analyze, revise and correct them in order to make the materials be used in the field. I reached the conclusions as follows. First, Fermat Point is a good learning materials for mathematically gifted students. Second, when the students first meet the challenge of solving a problem, they observed, analyzed and speculated it with their prior knowledge. Third, students thought deductively and analogically in the process of drawing a conclusion based on observation. Fourth, students thought critically in the process of refuting the speculation. From the result of this study, the following suggestions can be supported. First, it is necessary to develop Teaching-Learning materials sustainedly for mathematically gifted students. Second, there needs a valuation criteria to analyze how learning materials were contributed to increase the mathematical ability. Third, there needs a follow up study about what characteristics of gifted students appeared.

• Journal of Gifted/Talented Education
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• v.20 no.1
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• pp.317-346
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• 2010

The purpose of this study was to investigate the changes in teachers' recognition of science class and children for the gifted, and the process of changes in their practical knowledge after the experience of science class and conversation with colleague teachers. Two elementary teachers, teacher A and B, were selected as subject of investigation, who wanted to improve their science class. They experienced the process of self-examination during their class and from class conversations. Teacher A has 10 years of teaching experience. She has been in contact with gifted children and observed them since undergraduate. She entered the graduate school since she came to be interested in science class and children for the gifted. While teacher B has only three years of teaching experience and had a first contact with the gifted after graduate school. The results of this study are as follows. Teacher A didn't change recognition of gifted children class by class conversation in short term because she had a firm faith in good class teaching and was rich in class teaching knowledge. And, her practical knowledge was applied to the next class by changing teaching method or by supplementing her class contents in concerned part through class observation and class conversation with her colleagues. Teacher B was characterized as being lack of class confidence and concerned more about subject knowledge. She was forming a new practical knowledge along with new class teaching knowledge. Teacher B was in trouble with applying new practical knowledge to next class. From such findings, it was concluded that the process of changing or forming of practical knowledge depends on the beliefs, values, experiences, or knowledges of each teacher. A reflection on one' own class teaching could be a good way to form a practical knowledge and improve teaching speciality, when it was concerned with self-reflection of their own class, class observation, and communication with colleagues. Thus, the reflection practice could be applied to the teaching program of teachers for the gifted to form practical knowledge through trial class, self-reflection of class, and conversation with colleagues.

• Journal of The Korean Association of Information Education
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• v.14 no.1
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• pp.25-33
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• 2010

Teaching aids Robot Education, through early education and contests, is very commonly known to elementary school students, their parents and teacher. However, not only we do not have complete knowledge of how robot education for after school performs, but also we lack a proper management skills in educating new teachers and running a structured program. Thus, through this research, we would like to identify the problems in teacher's knowledge and how the robot education is running according to provinces, size of cities, public private school, and size of schools and provide proper and most effective way of teaching after school robot class. According to the result of this research of running 'Robot class' in different area, sub-areas and size of schools, there was a meaningful difference and the biggest problem in performance was the class organization. In addition, about the expectation through after school classes, the research showed that the teachers expect lower cost of private education and improvement in creativity the most.

• Journal of Gifted/Talented Education
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• v.19 no.2
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• pp.211-240
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• 2009

This paper attempts to explore issues related with the Sifted and talented education in legal aspects. To accomplish this goal, the legal system connected with the gifted and talented education is examined. It includes the Constitution of the Republic of Korea, framework act on education, elementary and secondary education act, etc,. Second, the institutional process of the Act on the Promotion of Education for the gifted and Talented Law and legal characteristics is reviewed. It is found that the Act on the Promotion of Education for the gifted and Talented Law and its regulations is designated to achieve goals of education in general. Educational institutions for children with gifted and talented seem to attain more investment than general education institutions. Third, main issues in the Act on the Promotion of Education for the gifted and Talented Law is discussed. They are the legal system, legal name and aim, rights and obligation for gifted and talented, selection of gifted and talented, organization and operation of curriculum, and teacher education. In conclusion, it needs deeper study on each issue and needs to be presented the specific alternatives. So, it should be improved the law in such a way to meet the fundamental human rights for the gifted and talented.